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LESSON 10:

Unit 2 My school

School: №62

Date: 01/10/2020

Teacher name:

Grade: 1

Number present:

absent:

Theme of the lesson: Classroom routines

Learning objectives(s) that this lesson is contributing to

1.3.3.1 pronounce basic words and expressions intelligibly

1.6.8.1 use imperative forms of common verbs related to classroom routines

1.5.1.1 recognise short instructions for basic classroom routines spoken slowly and distinctly

Lesson objectives

Learners will be able to:

Recognize the language of classroom routines: Open, close, sit down, stand up, listen, read, write, look, go, sing, say.

Pronounce the majority of words on the topic intelligibly

Success criteria

Learners have met the learning objective (L1) if they can:

give appropriate answers that are clear and intelligible in response to prompts

Value links

Education throughout life

Cross-curricular

links

Classroom discipline, the world around us

ICT skills

Using videos, working with URLs

Previous learning

initial letters, classroom routines

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Teacher greets students; students respond to greeting and take their places.

Students get familiar with the lesson objectives.

Warming up

Teacher shows students pictures of the simple actions verbs they learned the previous lesson:

Open, close, sit down, stand up, listen, read, write, look, go, sing, say.

Students see a picture and name a word relating to it.

A set of pictures

Middle

30 mins

Modelling / guessing (10)

Students sit in circle on the carpet. Teacher calls one student and whispers him/her a word that he/she should then model in a way that other students could guess it. Teacher monitors students to identify areas that need improvement.

Tracing (10)

Teacher hands out worksheets with the following action verbs: listen read write sing say look open close sit down stand up go sing. Students trace the words thus learning to write in English. Teacher monitors and assists if necessary.

Teacher pairs up students to peer assess their partners’ writings.

Students provide feedback to their partners by saying which words need attention and which are fine.

Miming game (5)

Teacher names any action verbs so that to check students understanding, students mime the action verb. Teacher monitors student’s understanding.

Reflection (5)

Students go back to the lesson objectives and identify what they did well as well as what needs improvement.

Worksheets

End

5 mins

Good bye song

Students sing a good-bye song and dance to the tune repeating the moves shown in the video

Smiling feedback

Teacher asks students “How are you?” to find out their mood at the end of the lesson, compares it to the initial mood students had and makes conclusion how the lesson influenced students and why.

https://www.youtube.com/watch?v=Xcws7UWWDEs

PPP Slide

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

While group or pair work more able students can also provide less able students with additional support

through observation

• Work with the SMART board not more than 10 minutes

• Make a dynamic break in the middle of the lesson

• Monitor classroom space when students start moving around

• Use water based markers

• Check sockets’ safety

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?